Development and validation of the Internet Skills Scale (ISS)

Abstract

Although a number of instruments have been used to measure Internet skills in nationally representative surveys, there are several challenges with the measures available: incompleteness and over-simplification, conceptual ambiguity, and the use of self-reports. Here, we aim to overcome these challenges by developing a set of reliable measures for use in research, practice, and policy evaluations based on a strong conceptual framework. To achieve this goal, we carried out a literature review of skills related studies to develop the initial Internet skills framework and associated instrument. After the development of this instrument, we used a three-fold approach to test the validity and reliability of the latent skill constructs and the corresponding items. The first step consisted of cognitive interviews held in both the UK and the Netherlands. Based on the cognitive interview results, we made several amendments to the proposed skill items to improve clarity. The second step consisted of a pilot survey of digital skills, both in the UK and in the Netherlands. During the final step, we examined the consistency of the five Internet skill scales and their characteristics when measured in a representative sample survey of Dutch Internet users. The result is a theoretical, empirically and cross nationally consistent instrument consisting of five types of Internet skills: operational, navigation information, social, creative, and mobile.

Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation

“…Child‐related variables included age (mean 10.54 years, SD 2.61, range 6–14) and gender (46% girls). We measured digital skills on an agreement scale (5 = very true of my child to 1 = not at all true of my child ) for operational skills (five items), information/browsing skills (five items), social skills (five items), creative skills (five items), and mobile skills (four items) (adapted from van Deursen et al, ) . Online opportunities were measured with the question, “how often does your child perform the following Internet activities?” [randomized presentation]; with frequency measured on a scale from 5 = every day or almost every day to 1 = never for each of 17 activities (e.g., “use the Internet for school work,” “watch video clips,” “download music or films”) (from Livingstone et al, ).…”

“…Child-related variables included age (mean 10.54 years, SD 2.61, range 6-14) and gender (46% girls). We measured digital skills on an agreement scale (5 = very true of my child to 1 = not at all true of my child) for operational skills (five items), information/browsing skills (five items), social skills (five items), creative skills (five items), and mobile skills (four items) (adapted from van Deursen et al, 2015). 1 Online opportunities were measured with the question, "how often does your child perform the following Internet activities?"…”

The emergence of a “digital underclass” in Great Britain and Sweden: Changing reasons for digital exclusion

“…reported skill, which are tested against observations of use in everyday practice, would also be an important development in this regard (Van Deursen et al, 2015). While this study was unique in its use of data collected over time, the data were still cohort based.…”

Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education

“…These authors took into consideration four basic skills: operational, formal, information search and strategic. The findings obtained reveal the importance of the student's educational and cultural environment in the development of this competence (Van Deursen, Helsper, & Eynon, 2016;Van Deursen & Van Diepen, 2013).…”